The design and implementation of a customized, web-based learning environment.

by Ka-Po Ma.Thesis (M.Phil.)--Chinese University of Hong Kong, 2000.Includes bibliographical references (leaves 97-105).Abstracts in English and Chinese.Acknowledgments --- p.iiAbstract --- p.iiiChapter 1 --- Introduction --- p.1Chapter 1.1 --- Web-based Education --- p.1Chapter 1.2 --- Customized Web-based Learning --- p.3Chapter 1.3 --- Thesis Overview --- p.6Chapter 2 --- Web-based Education --- p.7Chapter 2.1 --- Impact on Traditional Learning --- p.8Chapter 2.2 --- Theoretical Perspectives on Teaching and Learning --- p.9Chapter 2.2.1 --- Behaviorism Versus Constructivism --- p.10Chapter 2.2.2 --- "Categorization of Individual, Group and Collaborative Learn- ing" --- p.12Chapter 2.3 --- On-line Eduation and Web-based Learning System --- p.15Chapter 2.4 --- Technologies used in Web-based Learning --- p.17Chapter 3 --- General Automated Timetabling --- p.21Chapter 3.1 --- Timtabling Problem --- p.21Chapter 3.2 --- Formulation and Solution Approaches --- p.22Chapter 4 --- "Virtual Campus, Customized Web-based Learning Environment" --- p.25Chapter 4.1 --- Changing Trend in Learning Process --- p.25Chapter 4.2 --- System Design Issue --- p.26Chapter 5 --- System Architecture Issue --- p.31Chapter 5.1 --- Client-server Model --- p.31Chapter 5.1.1 --- Server Side --- p.33Chapter 5.1.2 --- Client Side --- p.34Chapter 5.2 --- Functional-oriented Design --- p.35Chapter 5.3 --- Private Functionality Issue --- p.37Chapter 5.3.1 --- Access Authorizing --- p.37Chapter 5.3.2 --- Availability Updating --- p.40Chapter 5.3.3 --- Personal Information Querying and Modifying --- p.42Chapter 5.3.4 --- Status Selecting --- p.42Chapter 5.3.5 --- Current Online User Querying --- p.43Chapter 5.4 --- Lecture Functionality Issue --- p.44Chapter 5.5 --- Personal Scheduling Functionality Issue --- p.45Chapter 5.6 --- Collaboration Functionality Issue --- p.50Chapter 5.6.1 --- Chatting Room --- p.50Chapter 5.6.2 --- Discussion Board --- p.56Chapter 5.6.3 --- Personal URL-bookmark Keeping and Sharing --- p.57Chapter 6 --- Web-based Learning Scheduler (WL-Scheduler) --- p.59Chapter 6.1 --- "Web-based Customized Timetabling Problem, WCTP" --- p.60Chapter 6.2 --- Solution Approach - Local Search --- p.61Chapter 6.3 --- Algorithm for Approaching Feasible Timetables --- p.63Chapter 6.4 --- Evaluating The Best Timetable --- p.66Chapter 7 --- Multimedia Web Presentation System (MWPS) --- p.67Chapter 7.1 --- Overview --- p.67Chapter 7.2 --- System Components --- p.68Chapter 7.2.1 --- The MWPS Server Machine --- p.69Chapter 7.2.2 --- The MWPS Client Machine --- p.69Chapter 7.2.3 --- The Student Machine --- p.69Chapter 7.3 --- Presentation Flow --- p.69Chapter 7.4 --- Highlighed Features --- p.72Chapter 7.4.1 --- Slides Sequence Capturing --- p.72Chapter 7.4.2 --- Audio/Video Capturing --- p.72Chapter 7.4.3 --- Script-Text On Playback --- p.72Chapter 7.4.4 --- Student Feedbacking --- p.73Chapter 7.4.5 --- White Board Facility --- p.73Chapter 8 --- Illustration via Screen-shots --- p.74Chapter 8.1 --- Login Screen --- p.74Chapter 8.2 --- Functionality provided for Students --- p.75Chapter 8.2.1 --- Personalized Learning Timetable --- p.76Chapter 8.2.2 --- Lecture Delivery --- p.78Chapter 8.2.3 --- Checking active users in Virtual Campus --- p.78Chapter 8.2.4 --- View and Update Personal Information --- p.79Chapter 8.2.5 --- Taking An Entry Test for Interesting Subject --- p.81Chapter 8.2.6 --- Changing Current State --- p.84Chapter 8.2.7 --- Discussion Board --- p.84Chapter 8.2.8 --- Chatting Room --- p.85Chapter 8.3 --- Functionality provided for Teachers --- p.85Chapter 8.4 --- Functionality provided for Administrators --- p.92Chapter 9 --- Conclusion --- p.94Appendix --- p.106Chapter A --- Appendix --- p.106Chapter A.1 --- Internet Technology --- p.106Chapter A.2 --- Web Server --- p.107Chapter A.3 --- Web Client/Server Example --- p.10

Anàlisi de llibres de text digitals: tractament de competències i ús de recursos multimèdia

Aquesta tesi és un estudi analític i descriptiu sobre els llibres de text digitals (LTD) utilitzats en l’educació obligatòria del sistema educatiu català. La recerca s’estructura en dues vies de treball: a) La primera és una anàlisi del tractament que es fa de les competències bàsiques en les activitats presents en els LTD. b) I la segona és una anàlisi de l’ús dels recursos multimèdia tant en els continguts com en les activitats d’aquests LTD. La mostra final definitiva correspon a 112 LTD, 106 per a l’educació secundaria obligatòria (ESO) i 6 per a l’educació primària (EP), amb un total de 6.154 activitats, repartides en 6.020 per als estudis d’ESO i 134 per als d’EP. Tenint en compte les dues vies d’anàlisi, tant els resultats referents al tractament competencial com en l’ús dels recursos multimèdia, considerem que els LTD no responen satisfactòriament a l’enfocament competencial dels currículums oficials ni a les potencialitats tecnològiques actuals.Esta tesis es un estudio analítico y descriptivo sobre los libros de texto digitales (LTD) utilizados en la educación obligatoria del sistema educativo catalán. La investigación se estructura en dos vías de trabajo: a) La primera es un análisis del tratamiento que se realiza de las competencias básicas en las actividades presentes en los LTD. b) Y la segunda es una análisis del uso de los recursos multimedia tanto en los contenidos como en las actividades de estos LTD. La muestra final definitiva corresponde a 112 LTD, 106 pertenecientes a la etapa de educación secundaria obligatoria (ESO) y 6 a la de educación primaria (EP), con un total de 6.154 actividades, distribuidas en 6.020 para los estudios de ESO y 134 para los de EP. Teniendo en cuenta las dos vías de análisis, tanto los resultados referentes al tratamiento competencial como en el uso de los recursos multimedia, consideramos que los LTD no responden satisfactoriamente al enfoque competencial de los currículums oficiales ni a las potencialidades tecnológicas actuales.This thesis is a descriptive analytical study of the e-textbooks used in compulsory education under the Catalan education system. The research is structured into two clearly differentiated lines of work: a) First, a competency analysis was performed to establish how basic competencies were handled in the activities found in the e-textbooks. b) Second, an analysis was performed of the use of multimedia resources in both the content and the activities of these e-textbooks. The final sample included 112 e-textbooks, 106 for compulsory secondary education and 6 for primary education, with a total of 6,154 activities (6,020 for compulsory secondary education studies and 134 primary education studies). Regarding the results for the analysis of competency handling in the activities, it could be said that the e-textbooks analysed did not satisfactorily respond to the competency focus set by the official curricula of either of the two educational stages. Regarding the frequency of use of the various multimedia elements, it could generally be said that the results obtained indicate a classic use of multimedia resources